8. Teachers know how to test for student progress. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
Evidence 8:
Rationale 8: This peer-grading sheet was developed as part of an 8th Grade Algebra class in which students were reviewing the foundations of Algebra concepts. Vocabulary understanding and useage is critical to success in this course but is often looked upon as a burden to students. The activity that this grading sheet is used for involves students using Audacity to create audio notecards. The notecards contain definitions for all the terms from that chapter recorded in the students own voices. Then students are paired up and listen to each others notecards while using this grading sheet. The purpose of the activity is to get students reading and saying the vocabulary, therefore the assessment of this is kept minimal. The grade sheet that the peers are using is simply a method of checking the work for completion and accuracy while at the same time giving students another opportunity to hear definitions.
As a math teacher, I had not used many forms of peer-assessment. After developing and using this sheet I have seen that it not only checks the work of the student that recorded the information but also provides another reinforcement of learning for the student doing the grading. The students were very excited about this activity and did a great job using the grading sheet. In comparing this class to others that did not do this activity, the students seemed to be more comfortable using the vocabulary during class.
KSD:
8.K.2: The teacher knows how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes.
The purpose of the activity was to have students practice vocabulary in math class. The sheet is a way to check that the students have done the work gives them the opportunity to practice the vocabulary more while doing the assessment of their peers.
8.S.1.: The teacher appropriately uses a variety of formal and informal assessment techniques (e.g. observation, portfolios, teacher-made tests, performance tasks, projects, students self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of learners, evaluate students’ progress and performances, and modify teaching and learning strategies.
By using the informal peer-assessement, I was able to provide students with additional learning and also check on students understanding of the vocabulary. Students that did not have a high score on their peer-grading sheet were those who did not have the activity completed. Those who completed it, did well. This showed me that some of the students may need more motivation when it comes to learning their vocabulary.
8.D.1.: The teacher values ongoing assessment as essential to the instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning.
Getting students to understand the importance of vocabulary in math is challenging. They think of this as a skill only necessary in language class. In order to get them to use the vocabulary in class it is important for them to know that it is not just an exercise in memorization.
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8. Teachers know how to test for student progress.
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
Evidence 8:
Rationale 8: This peer-grading sheet was developed as part of an 8th Grade Algebra class in which students were reviewing the foundations of Algebra concepts. Vocabulary understanding and useage is critical to success in this course but is often looked upon as a burden to students. The activity that this grading sheet is used for involves students using Audacity to create audio notecards. The notecards contain definitions for all the terms from that chapter recorded in the students own voices. Then students are paired up and listen to each others notecards while using this grading sheet. The purpose of the activity is to get students reading and saying the vocabulary, therefore the assessment of this is kept minimal. The grade sheet that the peers are using is simply a method of checking the work for completion and accuracy while at the same time giving students another opportunity to hear definitions.
As a math teacher, I had not used many forms of peer-assessment. After developing and using this sheet I have seen that it not only checks the work of the student that recorded the information but also provides another reinforcement of learning for the student doing the grading. The students were very excited about this activity and did a great job using the grading sheet. In comparing this class to others that did not do this activity, the students seemed to be more comfortable using the vocabulary during class.
KSD:
8.K.2: The teacher knows how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes.
The purpose of the activity was to have students practice vocabulary in math class. The sheet is a way to check that the students have done the work gives them the opportunity to practice the vocabulary more while doing the assessment of their peers.
8.S.1.: The teacher appropriately uses a variety of formal and informal assessment techniques (e.g. observation, portfolios, teacher-made tests, performance tasks, projects, students self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of learners, evaluate students’ progress and performances, and modify teaching and learning strategies.
By using the informal peer-assessement, I was able to provide students with additional learning and also check on students understanding of the vocabulary. Students that did not have a high score on their peer-grading sheet were those who did not have the activity completed. Those who completed it, did well. This showed me that some of the students may need more motivation when it comes to learning their vocabulary.
8.D.1.: The teacher values ongoing assessment as essential to the instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning.
Getting students to understand the importance of vocabulary in math is challenging. They think of this as a skill only necessary in language class. In order to get them to use the vocabulary in class it is important for them to know that it is not just an exercise in memorization.